Follow-Up Report on AI in High Schools: GenAI Use and Policy Varies by Academic Achievement, Attainment, Grade, and Subject

New York, NY — Expanding its initial research on generative AI use in high schools, the latest research brief from College Board highlights emerging divides by demographics, academic achievement, high school attributes, and teacher characteristics.

The report, Variation in High School Student, Parent, and Teacher Attitudes Toward the Use of Generative Artificial Intelligence, draws on data from more than 10,000 high school student, parent, and teacher survey responses collected between June 2024 and June 2025. The brief builds on earlier findings showing that adoption is growing, with nearly 60% of high school students using GenAI tools such as ChatGPT, Gemini, and Copilot “often” or “sometimes” for schoolwork.

A Modern Digital Divide Across Schools

School context shapes GenAI access and policy

Private high school teachers are substantially more likely than public school teachers to report network access to GenAI tools, and private schools are more than twice as likely to both permit GenAI use and have policies governing it. Among public schools, those serving more students eligible for free and reduced-price lunch are least likely to have such policies in place. High schools in towns and rural areas are less likely to have AI tools accessible on the school network for both student and teacher use.

“These findings reveal a new form of the digital divide—not simply about access to devices or the internet, but access to emerging technologies and the guidance to use them well,” said College Board Vice President of Research Jessica Howell, PhD. “A lack of formal policy and guidelines around AI usage may contribute to inequity. Because this technology is new and evolving, there’s still much we don’t know. However, the differences we see across high school student subgroups and school contexts raise important questions about access and opportunity as AI becomes more integrated into learning.”

Perceptions Among Students, Parents, and Teachers

High-achieving students and high school seniors are the most expansive users of GenAI tools. 

Students earning mostly As and Bs and students in 12th grade are more likely to use GenAI frequently and for a wider range of tasks. Seniors and high achievers are nearly twice as likely as 9^th graders to report using GenAI for all four of the most common school-related tasks: brainstorming, essay revision, research, and explanation of complex topics.

Significant differences in GenAI use across student groups

GenAI use increases sharply with parental education: two-thirds of students whose parents hold graduate degrees report using GenAI frequently for schoolwork, and parents in that group are more optimistic and comfortable with its use. Black and Hispanic high school students are the most frequent GenAI users—at 65%—compared with 58% of Asian students and 55% of White students, reflecting similar reports of students’ GenAI use among the respective groups of parents.

Teacher perspectives vary sharply by experience and academic subject

While teachers widely agree on concerns about the potential impact of GenAI—such as reduced critical thinking and overreliance on technology—more experienced teachers (20+ years) are markedly more skeptical of GenAI’s learning benefits. English, history, and social science teachers also express less favorable views about student AI use than science, math, and computer science teachers.

About the Report

Variation in High School Student, Parent, and Teacher Attitudes Toward the Use of Generative Artificial Intelligence is the second in a multipart series from College Board Research examining GenAI use among high school students and educators.

As a trusted partner to schools, College Board is focused on ensuring that AI enhances student learning rather than short-circuiting it. That begins with giving educators the tools and support they need to navigate this new reality. Educators, students, and families will all play a role in setting AI policies, choosing and managing AI tools, determining how to integrate AI into the educational experience, and more. They need data and information to make evidence-based decisions that protect and enhance student learning.

In 2024, College Board launched the GenAI Studio, an internal incubator dedicated to accelerating generative AI learnings and responsible use of AI across College Board programs. “Every student deserves access to the tools and skills that open doors to college and careers,” said College Board General Manager of GenAI Studio Sophia Romee. “Our GenAI work is grounded in a commitment to safeguarding authentic student learning, enhancing the student-teacher relationship, and helping students build the skills they will need to thrive in the future. A deep understanding of what students, families, and educators are grappling with will help make a meaningful impact.”